MATHEMATICS

Represent and Interpret Data

Lesson Plan: Organize Data Into Three Categories

Duration: 60 minutes

After completing this lesson, students will be able to:

Learning objectives
 Organize data into categories.
 Define a tally mark.

Numbers Tally table

Key Vocabulary
Tally mark Diagonal

Engage Suggested Duration: 10 minutes

Teaching Objectives Learning Outcomes Teacher’s Tasks

To test the prior Testing student’s Start the session by asking

understanding of knowledge about students a question related to
numbers, addition, numbers, addition, counting numbers.
and subtraction of and subtraction of
numbers. numbers. Q: Count the number of onions
and carrots. Then circle the
group with fewer.

Allow students to count the

number of onions and carrots
Represent and Interpret Data

Teaching Objectives Learning Outcomes Teacher’s Tasks

on their fingers. Now, round up
the vegetables with fewer
numbers.

Revise numbers.

Recall addition and subtraction

of numbers by asking students a
few questions to answer:

Q: You have 8 balloons. Your

friend borrows 2 balloons. How
many balloons do you have
now?

Explain to them, the number of

balloons left = The total number
of balloons – Number of
balloons your friend borrowed

Let them subtract the numbers

and answer the question.

Q: Monica finds 5 butterflies and

some ants. Then she finds 4
beetles. Monica finds 19 insects
in all. How many ants did
Monica find?

2
Represent and Interpret Data

Teaching Objectives Learning Outcomes Teacher’s Tasks

Explain to the students the

situation to find the number of
ants. Explain them to frame an
equation that states that the
sum of the number of
butterflies, beetles, and ants is
equal to the total number of
insects.

Explore Suggested Duration: 10 minutes

Teaching Objectives Learning Outcomes Teacher’s Tasks

To introduce Using an example, Give students a situation to

organizing data. explain organizing think and answer:
data.
Example: Alex has a lot of toys
to play.

Mom asks Alex to arrange the

toys and count how many toys
he have.

 Ask students how can Alex

count all the number of toys
he has?

3
Represent and Interpret Data

Teaching Objectives Learning Outcomes Teacher’s Tasks

 State that it is a large number
that cannot be counted using
hands.
 Ask, how they can represent
such data?

Explain Suggested Duration: 20 minutes

Teaching Objectives Learning Outcomes Teacher’s Tasks

To introduce tally By the end, students By using the above example,

marks and its usage. will be able to define ask students to answer how
tally marks and its can Alex count the numbers
usage. without using his hands.

Explain that he can count the

number of toys he has by
drawing lines equal to the
number of toys he has.

Define students that: The hash

marks used to collect/organize
data are called tally marks.

Elaborate Suggested Duration: 10 minutes

Teaching Objectives Learning Outcomes Teacher’s Tasks

To write numbers Students will be able Explain to the students how to

using tally marks. to: represent represent the first four numbers
numbers in tally (1 to 4), and then explain how to
marks. represent the number 5 using tally
marks.

4
Represent and Interpret Data
Evaluation Suggested Duration: 5 minutes
Teaching Objectives
To make students
solve a few questions.
Learning Outcomes Teacher’s Tasks
Students will be able Ask students a few questions to
to solve a few solve and evaluate them based
problems that include on their answers:
the concepts.
Q: Make tally marks to show
the number of pieces of
chocolate.
Q: Barry observed the
following insects in his garden.
What is the number of bugs,
spiders, bees?
Insects
Q: The number of animals in a
zoo are as shown. Find the
number of horses in the zoo.
5
Represent and Interpret Data

Summarize Suggested Duration: 5 minutes

Teaching Objectives Learning Outcomes Teacher’s Tasks

Revision: Students can Summarize the entire concept:

Make students revise  Organize data into  The hash marks used to
the whole concept. categories. collect/organize data are
called tally marks.
 Define a tally mark.
 One vertical line is drawn for
each of the first four numbers.
[1, 2, 3, 4]
 The fifth number is
represented by a diagonal line
across the previous four.